Abstract
Many models that take into account the learning styles have been developed with the formation of modern educational approaches. 4MAT model is a natural learning process moving sequentially through the learning cycle. According to the 4MAT model there are four learning styles and each student can learn more comfortable with their own learning styles. In consideration of neurological studies, also, the dominant hemisphere used by individuals in the information processing process is important in the 4MAT model. This chapter presents a lesson plan based on the 4MAT model as well as the results regarding the application of this lesson plan in a middle school located in the northern part of Turkey. The lesson plan was prepared by examining the books titled “4MAT 4 algebra: The system of mathematics” and “4 MAT 4 geometry teacher book” and receiving expert opinions.
TopIntroduction
Learning is as unique as one’s fingerprint. The studies on the human brain also prove that people learn in their own idiosyncratic ways (Ozden, 1999). Students learn in many ways such as by seeing and feeling; reflecting and acting; memorizing and visualizing; reasoning logically and intuitively (Felder & Silverman, 1988; McCarthy, 1990). During the process of teaching, it is important to remember that learners have different learning styles. It is useful to give them information about their learning styles so that they can recognize it. Accordingly, learning environments should be arranged in line with different learning styles. Teachers should use many instructional methods that are personally meaningful to each student. Some of these methods are using pictures, schematics, graphs, computer-assisted instruction; providing opportunities for students to do something active; applauding creative solutions even if it is wrong; talking with students about learning styles (Felder & Silverman, 1988; McCarthy, 1997).
Learning styles are closely linked to the characteristics of the brain. Each brain has a unique learning style that is suitable for its thinking. If the way a subject that is meant to be taught is in parallel to the model that the brain follows, successful learning occurs (Vural, 2004). So, the education system is expected to give students a chance to use and develop all the capabilities of their brains; pay attention to develop the characteristics associated with the left and right hemispheres of the brain equally and answer everybody’s need to learn. There is no one who uses only the right brain or only the left brain. Both hemispheres are used in almost every learning (Caine & Caine, 1990; Ozden, 1997). It is necessary to stimulate different areas of the brain simultaneously so that meaningful learning is achieved and learning becomes permanent. Thus, activities that can ensure these should be employed in the learning process. The teaching environment should be organized by understanding the brain and keeping its structure and functions in mind (Jensen, 2000).
When the learning styles literature is examined, several models of learning styles are encountered. As the concept of ‘learning style’ is a cognitive concept that involves perception, genetic traits, environmental effects, past experiences, placing information in the brain, behavior, etc. it is natural that there are multiple models of learning styles (Aydoğdu & Kesercioğlu, 2005; Hall, 1993). One of these models is the 4MAT model. 4MAT model, which is one of the contemporary educational approaches, is based on perceiving and processing knowledge. It defends developing student-centered learning environments based on the learning styles of students and making students discover knowledge by themselves. It enables students to use both hemispheres of their brains effectively (McCarthy, 1990). Thus, it is recommended to be used in mathematics lessons.
Since mathematics is an abstract course, non-use of appropriate methods and techniques may cause students to wrongly feel that mathematics is not used in daily life, and mathematics is limited to textbooks alone. To prevent that, it must be made clear that mathematics is an enjoyable course that both contributes to the development of individuals and provides them with such skills as questioning and establishing cause and effect relations. That can be achieved by visualizing and concretizing subjects as much as possible, including all students in lessons actively, and implicating the link of mathematics with real life in lessons (Altun, 2006). Besides, one of the main reasons for low mathematics achievement among students is the problems with the way they perceive and process mathematics (Ersoy, 1997).
When students actively participate in the lesson and a learning environment that addresses the needs of each student are created and the lesson is taught considering the students’ level and learning styles, students become much more interested in the lesson. So, the use of methods and techniques that take all students into account helps to avoid making the mathematics lesson monotonous and even makes it more fun.
Key Terms in this Chapter
Brain-Based Learning: It is a learning theory based on the function and structure of the human brain, examining the link between the brain and learning.
Brain Hemispheres: Left and right hemispheres connected each other by the neural network called the corpus callosum.
Learning Style: Individuals' preferred ways of perceiving and processing information.
Transformational Geometry: Transformational geometry is a subject that includes the movements of transition, reflection, and rotation.
4MAT Model: It is a model developed by McCarthy based on learning styles and brain hemispheres.
Middle School Students: Students studying between 5th and 8th-grade levels.
Lesson Plan: A plan prepared by the relevant teacher before the lesson, showing the main lines of the subject to be covered in one or several lesson hours, applications related to the subject, lesson tools, and equipment.